ABSTRACT

This study describes the practicum-mentors’ identity in a teacher education context based on Dialogical Self Theory (DST) and the related ‘position’ and ‘I-position’ concepts. Participants were 48 Spanish and Canadian primary and secondary teachers who participated via an online written survey. The data were analysed using qualitative and quantitative procedures. Findings show a comprehensive description of nine types of positions and twenty types of I-positions. Based on these categories, three clusters of practicum-mentors, which represent three different ways of being a mentor, were identified: (1) a collaborative partner focused on student-teacher (ST) professional development, including the design, and teaching of ST skills acquisition; (2) a collaborative partner focused on design, teaching, and assessment of ST skills acquisition, and (3) a coaching partner focused on teaching and individualised ST learning. The findings can promote closer collaboration between universities and schools concerning the design of more relevant professional development for mentors based on the three identified ways of being a mentor.

摘要

本研究基于对话自我理论（DST）以及相关的“位置”和“我位置”概念，描述了教师教育背景下实习导师的身份。参与者是通过在线书面调查参与的 48 名西班牙和加拿大中小学教师。使用定性和定量程序分析数据。调查结果显示了对九种职位和二十种 I 职位的全面描述。基于这些类别，确定了三个实习导师集群，代表三种不同的导师方式：(1)专注于学生-教师 (ST) 专业发展的合作伙伴，包括 ST 的设计和教学技能习得；(2)一个专注于 ST 技能获取的设计、教学和评估的合作伙伴，以及 (3) 一个专注于教学和个性化 ST 学习的教练合作伙伴。研究结果可以促进大学和学校之间更紧密的合作，根据三种确定的成为导师的方式，为导师设计更相关的专业发展。